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Professional Portfolio
Cherise C. Brown
Psychology, Senior
College of Undergraduate Studies
Argosy University
Section A: Professional Profile
CHERISE C. BROWNhttp://www.linkedin.com/pub/cherise-brown/20/989/517
Cell: 646-220-7661 E-mail: cherise0211@yahoo.comPROFILE
Career oriented professional with fourteen years of experience in managing business relations and special projects at senior executive level. Serve as primary point of contact and liaison for executives, clients, personnel and agencies. Maintain excellent written and oral communication skills, creative problem solving abilities, and uphold high levels of confidentiality. Highly motivated, organized, efficient responsible and have experience with working with deadlines. I am effective working both independently and as a team member on group projects.
PROFESSIONAL HISTORYArgosy University ▪ Seattle, Washington Librarian Assistant- November 2010 – PresentPerformed a wide variety of general library work including technical instruction, research services, and direct patron assistance. Managed the daily operational needs of the library, such as copy cataloging, FedEx shipping, circulation management, and shelving materials. Assisted patrons at the service desk and on the telephone with online journal article retrieval, basic reference, research information and referral. Greet and direct patrons to various library sections and provide assistance in locating specific materials. Compiled monthly statistics and registered new patrons into the library computer database. Received and resolved complaints from patrons or referred them to a librarian. Processed Interlibrary Loan requests received from patrons such as articles and books that are loaned to patrons for a specific amount of time. Daily tasks range from checking mail in the morning, updating holdings information, data entry, and maintenance of e-mail.
Affiliated Computer Services, A Xerox Company ▪ Staten Island, New York 1996 – August 2010 Port Authority Bus Analyst-Violations (Promotion) May 2004 – August 2010Researched and developed comprehensive business solutions for Business account holders, including, activity tracking, transaction analysis, and toll audits. Investigated fraudulent use, improper vehicle assignment, and negative balance resolutions. Managed and supported program’s most political and sensitive accounts, including MTA Transit Authority Franchised Bus accounts, New Jersey Transit, and Coach USA Bus Franchise. Responsible for handling confidential information received from both the customer and our clients. Frequent project work, included analyzing, testing, and supporting system enhancements. Communicate violation issues verbally and in writing with managers and executives at ACS and the NY/NJ Port Authority.
Functions outside the job description:Assisted with preparing training modules for the launch of a new database. Modules focused on
improving customer service for the Call Center, Correspondence, and Walk in Centers. Ensured system integrity and peak performance through regular account sampling and ongoing regression testing. Monitored new system integrations to ensure changes met contractual specifications and had no adverse affects on the system. Identified, documented and tracked system issues until a satisfactory resolution was obtained. Worked with development and operations staff on system improvement strategies to ensure all projects met program goals and were delivered on time.
Training & Development Department (Promotion) February 2002 –May 2004Identified training and development needs through job analysis, appraisal schemes and regular consultation with business managers. Designed and developed training and development programs based on both the organization's and the individual's needs. Considered the costs of planned programs and kept within budgets. Worked in a team to produce programs that were satisfactory to all relevant parties in the organization, such as work leads, supervisors and senior managers. Monitored new hire calls to provide quality assurance. Produced training materials for in-house courses. Ensured evaluations were conducted on all training and development programs in line with the approved evaluation strategy. Provided evaluation summaries to the facilitators in a timely manner. Provided feedback to client groups and managers about training and development programs on a quarterly basis.
New Jersey Transit Clerk March 2001 – January 2002Generated queries and prepared reports for New Jersey Transit that reflected all open violations.Reviewed customer accounts and responded using various forms of communication such as e-mails, phone calls and written correspondence. Responsible for creating logs to track incoming and outgoing violation letters for our clients.
Violations Speed Clerk July 1999 – February 2001Duties included receiving customer’s disputes regarding violation Speed Suspensions. Adjusted the speed violation status as per Agencies decision. Generated letters through an automated system to inform customers, the status of their speed violation. Contacted the agencies/clients via e-mail and FedEx. Created and logged all information daily using an Excel spreadsheet that maintained a break down of each speed violation a customer received. Frequently traveled to the Port Authority to assist with processing speed violations and reviewing images.
Customer Service Representative- Violation Phones, August 1996 – June 1999Responsibilities included assisting customers on how to handle submitting payments for their violations. Duties included answering customer queries, problem solving and providing detailed information on using the website to maintain their account and make violation payments. Worked with new customers in the development of new accounts and the implementation of new systems. Assisted in training of new customer service representatives and associates.
EDUCATION AND TRAINING
Argosy University- Seattle, WA Major Psychology
Bachelors in Psychology GPA 3.96
RELEVANT QUALIFICATIONSMicrosoft Word, Excel, Power Point, Access, Outlook, use of web based applications.
REFERENCES
11th April, 2012 Hiring Manager:
The enclosed resume is regarding the position of Administrative Assistant. During my education and administrative related jobs, I have gained strong skills in coordinating administrative policies and actions for boards of directors, various management teams, and department supervisors. My administrative duties have included the evaluation of incoming and outgoing corporate communications, business research, analysis, and report development for key stakeholders and decision makers. I am experienced in meeting management including agenda and minute preparation ensuring projects are kept on schedule and follow up actions are completed timely.
Throughout my professional and academic career, I have become aware of the strategic advantage and positive impact diversity can have on the corporate bottom-line. This has led me to develop the skill to interact and work well with individuals and groups from various backgrounds to develop shared vision in reaching corporate objectives and goals. I have established an outstanding ability to meet organizational objectives and demands both as an individual and within group settings. I am goal-oriented, motivated, compassionate and always eager and willing to learn something new.
I believe my credentials reflect my ability to interface effectively and efficiently with all levels of management, clients, employees, and vendors. I look forward to the opportunity to meet with you to discuss how my administrative skills and education would be beneficial to your organization meeting is important strategic objectives and goals.
My enclosed resume provides more details about my unique work experience, education, and administrative skills.
Sincerely,
Cherise C. Brown
Section B: Professional Work Samples
Self- Evaluation Narrative
I have been a student here at Argosy Seattle for a year and six months and I can truly say
that my eyes have been open into a new world. I came to Seattle as a transfer student and I knew
I wanted to get into the field of Psychology and I was eager and hungry to gain a deeper
knowledge of Psychology. I was aware that there were many fields of Psychology but here at
Argosy I was introduced to fields of Psychology I was not familiar with or was not aware that
certain things fell under the umbrella of Psychology.
When I began here at Argosy I was convinced that I wanted to be a Child Psychologist
and I could not see myself in a different role. After taking some Sociology, Diversity and Ethics
classes here at Argosy my career path has changed I still want to work with children but also
their families. I would like to pursue a career in Family Counseling. By taking the classes here I
have learned to become more empathic, compassionate and aware of cultural differences in our
society. I have accomplished getting of some of my fears such as speaking in front of groups. I
have had to do at least one or two presentations for each class I have taken here at Argosy, which
has helped me become more relaxed and comfortable speaking in front of groups. I have also
learned how to work with small and large groups and I have learned how to accept constructive
criticism from students and faculty.
The psychology program at Argosy is amazing because you are able to learn about all the
field of Psychology has to offer from Abnormal Psychology to Industrial/Organizational
Psychology. I believe by attending Argosy University one will be able to determine which field
of Psychology they feel best fits them. I personally found Industrial/Organizational Psychology
to be very interesting but I have a passion to work with children and families, but I learned how
to interact with people on a professional level by taking the Industrial/Organizational
Psychology.
Suggestions that I would offer for the future at Argosy would be the ability to have live
chat rooms especially for online classes. I am a hands-on person, who likes to interact with
people, and I seek feedback, and I know we chat rooms labeled, Questions for the Professor, and
Student Lounge but live chatting is deeper level of interaction. It would allow the students to ask
questions directly to the professor or classmates and receive an answer immediately. I
understand everyone has busy and crazy schedules so there could be set hours maybe once or
twice a week where we could meet online and have an open forum.
My first sample of work demonstrates my ability to understand the importance of
diversity and being aware of how people are affected because of their culture. I was able to
relate with my own culture but I also learned that one must be open-minded and realize that other
cultures have something to offer. I learned the importance of being well rounded. I believe my
weakness with this paper was that I choose to write about Martin Luther King because I could
relate to racism and prejudice. I believe I should have tried to do the paper on someone I was not
familiar with, and I think it would have helped me come out of my comfort zone.
My second sample of work I have to say was one of my favorite papers. I truly love my
Physiological Psychology class because I love the human brain. You really can learn something
new about our brains everyday. This paper we had to act as if I were an assistant in the office
and a client was asking us questions in reference to different physical symptoms they were
experiencing. I enjoyed this paper because it allowed me to do thorough research. In this paper I
was able to show my knowledge of the field physiological psychology. I was able to show that
through my research that I understood the concept of neurodevelopment and how psychology
played a major role in the development of the brain, and the client’s symptoms. In this paper I
was able to present the information I had obtained in an appropriate and professional manner.
My third work sample exemplifies my research skills, my analytical skills, critical and
creative thinking skills. In this sample of my work I approach the problem of children becoming
bullies and the factors that lead to this behavior. For this paper I took my time locating empirical
articles in reference to my hypothesis. This paper also taught me about the social issues that
young people today are experiencing. I believe in this paper I was able to communicate how
children do not just become bullies for no reason. I learned how children are affected
psychologically and the results are the changes in a child’s behavior, which is usually in a
negative way. Some of my weaknesses with this paper is that I start of strong and I’m strong
throughout the whole paper until the end. The purpose of a conclusion is to wrap up or sum up
the key factors of my paper, and I believe I did that but I believe I needed to be more specific and
pinpoint what the purpose or goal of my paper was. One of my weaknesses is having a great
beginning and a mediocre ending.
My last sample is a brochure I created for my Skill for Success class geared towards
teenagers and learning how to manage their time. I believe this sample showed my ability to
communicate to different audiences and be able to get my point across at a teenagers level. I
believe this sample also shows my interpersonal and organizational skills. I wanted the brochure
to be something that would be very informative but appealing to a young person. I would say
my weakness for this sample would be the fonts I chose. I believe it might have been better if I
changed the fonts up and had different types of fonts so that it would not appear so much like a
paper and more like a flyer.
I am aware of my weaknesses and I intend to take writing classes once I graduate to help
me get my thoughts on paper properly, and have the ability to start and end on a good note. I
intend to continue working with children and seeking a job working with children because I
believe this will continue to prepare me for social work with children and their families. I am
currently volunteering at an after school program where I am mentoring inner city children and I
believe this will help me become more diverse.
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
(4)
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.
Analyzes the essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.
Limited support from research and analytic deduction is provided.
Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.
COMMENTS: When I am working on an assignment I make sure to take time to evaluate and analyze the problem or issue at
INSTRUCTIONS: You will find below the seven competencies the BA Psychology program at Argosy University espouses. While there is no expectation that students come into the program having mastered the seven (7) competencies, our goal in the program is to work with you to instill in you these competencies as you work your way through your degree in psychology.
So, please be as honest as you can be, noting the areas wherein you demonstrate exemplary mastery of the program outcomes, as well as those where you may find yourself at the emerging or proficient levels. Please mark ONLY one number of the four for each program-learning outcome. The blank box entitled COMMENTS has been designated as a place where you can, if you wish, put words to the rating you have given yourself on the specific program outcome.
hand before I begin writing anything. Once I have my facts I then have information to begin my research, and come to a conclusion to support my thoughts.
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
(3)
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).
Seeks information from multiple sources, and describes it on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.
Seeks information from multiple sources and describes it on the basis of its consistency, relevance, and accuracy and allocates such information to the problem, issue, or argument at hand.
Seeks information from multiple sources and evaluates it on the basis of its consistency, relevance, and accuracy, and produces a logical progression of ideas that are relevant and coherent.
COMMENTS: I have definitely improved my research skills and seeking information from multiple sources, I believe I need to work on making sure my ideas or thoughts are coherent to others, because I do not want to cause any confusion.
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
(4)
Competency 2.1
Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.
Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and other evaluative tools, or results of the study). Critical analysis of research is limited or missing.
Explains the majority of an empirical article’s components, including, the abstract, hypothesis, methodology, statistical and other evaluative tools, and results of the study, but is unable to draw connections across the various elements. Identifies when to conduct a critical analysis of research, but analysis is flawed.
Applies sound reasoning as a basis for critical analysis of all of the components of an empirical article. Applies the results of a research study to alternative problems/situations.
Applies skeptical inquiry and sound reasoning as a basis for critically analyzing all of the components of an empirical article. Extends the results of a research study and applies them to alternative problems/situations.
COMMENTS: Whenever I am conducting research I usually try to find the pros and cons of the topic I am working on, and analyze the thoughts of other researchers and compare these thoughts with my own. Also when I do research I cross reference and analyze articles that are referenced in the article I’m reading to see if there is valid points I could use to support my hypothesis or thoughts.
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
(4)
Competency 2.2
Access and select appropriate information from a variety of print and electronic sources and apply them responsibly to written and oral presentations.
Relies primarily on subjective or personal experience, popular press reports of psychology, and/or anecdotal evidence when completing a project on a topic in psychology
Collects pools of resources that are not sufficient or diversified, nor organized per the requirements of the project at hand.
Obtains, arranges, classifies, and/or describes information from a variety of sufficient, diversified, and appropriate sources pertinent to the chosen topic when completing a project in psychology.
Examines sources from a variety of sources pertinent to the chosen topic when completing a project in psychology.
Works to integrate sufficiently diversified information retrieved via their sources; such work is evidence based, focused and to-the-point.
Identifies and evaluates a variety of appropriate professional sources pertinent to the chosen topic, integrating reasoned appraisals (limitations, strengths, comparisons) of such information into the work of a project in psychology.
COMMENTS: I believe that I have improved my skills of comparing and contrasting topics in reference to the field of psychology. I have also learned that there will be limitations and that I have to learn how to still find a solution.
Program Outcome Three
COMMUNICATION
Unsatisfactory
1
Emerging
2
Proficient
(3)
Exemplary
4
Competency 3.1
Present psychological concepts orally for various purposes using technology when appropriate.
Introduction is limited or missing entirely. Transitions between slides are infrequent, illogical, or missing entirely. Conclusion is limited or missing entirely.
Visual design of presentation (i.e. background, pictures, etc.) is lacking or completely overpowers
Introduction is present but incomplete or underdeveloped. Transitions between slides are sporadic. Conclusion is recognizable, but incomplete or underdeveloped.
Design of presentation (i.e. background, pictures,
Introduction has an opening, provides come background information, and states the topic. Transitions between slides are present. Conclusion summarizes main argument and has a clear ending.
Design of presentation (i.e.
Introduction catches the audience’s attention, provides compelling and appropriate background info, and clearly states the topic. Thoughtful transitions between slides are appropriate and help the flow of ideas. Conclusion leaves the listener with a sense of
the presentation to the point of interfering with comprehensibility or design is inappropriate for the assignment
Any written portion (including writing on the slides and in notes) contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
No attempt at APA format in presentation.
text, etc.) upstages the writing or speaking at inappropriate times, or visual design is too understated at points, or design is inconsistent.
In any written portion (including writing on the slides and in notes), errors in spelling and grammar exist that somewhat interfere with comprehension.
APA format is attempted to paraphrase, quote, and cite, but errors are significant.
background, pictures, text etc.) is clear, appropriate for the assignment, balanced and compliments both the writing and speaking throughout the presentation.
Any written portion (including writing on the slides and in notes) follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with comprehension.
Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.
closure and provides concluding insights.
Visual design of presentation (i.e. background, pictures, etc.) is clear, appropriate for the assignment balanced and compliments both the writing and speaking throughout the presentation. Visual design engages audience, does not distract from information.
The presentation is basically error free in terms of mechanics. In any written portion (including writing on the slides and in notes), grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.
Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.
COMMENTS: I believe when I begin a paper that I definitely catch the attention of the reader, but I believe I need to work on keeping that attention through out my papers. I am currently improving with each paper but there is definitely room for improvement.
Program Outcome Three
COMMUNICATION
Unsatisfactory
1
Emerging
2
Proficient
(3)
Exemplary
4
Competency 3.2
Presents psychological information in writing, using technology, style, and professional conventions as appropriate to the audience.
Introduction and conclusion are limited or missing entirely.
The paper lacks a thesis statement or argument focus. Transitions are infrequent, illogically, or missing entirely.
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
No attempt at APA format.
Writing often slips into first and/or second person. Word choice is consistently inaccurate, unclear, or inappropriate for the audience.
Introduction and conclusion are present but incomplete or underdeveloped.
The paper is loosely organized around a thesis or argument that may have to be inferred. Transitions are sporadic.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
APA format is attempted to paraphrase, quote, and cite, but errors are significant.
Writing sometimes slips into first and/or second person. Word choice is sometimes inaccurate, unclear, or inappropriate for the audience.
Introduction has a clear opening, provides background information, and states the topic. Conclusion recapitulates main argument and has a clear ending.
The paper is organized around an arguable, clearly stated thesis statement or argument. Transitions are appropriate and help the flow of ideas.
Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.
Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.
Writing remains in third person throughout writing.
Word choice is accurate, clear and appropriate for the audience.
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic. Conclusion leaves the reader with a sense of closure and provides concluding insights.
The paper is well organized around an arguable, focused thesis or argument. Thoughtful transitions clearly show how ideas relate.
The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.
Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.
Writing remains professional in third person throughout writing. Word choice is precise, appropriate for the audience, and memorable.
COMMENTS: I believe I have mastered my skills with APA format but I do need to work on thoughtful transitions and make sure that they are clearly showing how my ideas relate to the topic being discussed. I also need to work on using the correct tense through out my entire paper, I have improved, but it is still a work in progress.
Program Outcome Four
VALUES
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
(4)
Competency 4.1
Justify the necessity of ethical behavior in the science and practice of psychology.
Examines ethical behavior from a single perspective and frequently makes judgments without grounding them on sound evidence. Does not address own personal biases.
Examines ethical behavior from different perspectives, but shows limited ability to apply those multiple perspectives into making informed decisions. Identifies own personal biases, but does not analyze them.
Examines ethical behavior from different perspectives, but is not able to differentiate between objective evidence and subjective experience when attempting to make informed decisions. Identifies and analyzes own personal biases.
Examines ethical behavior from a variety of perspectives and clearly differentiates between objective evidence and subjective experience addressing how personal biases can affect ethical decision-making.
COMMENTS: I believe I learned so much about Ethics from all of my Psychology classes, but there were 2 specific classes that really left an impression on me and helped improve my ethical skills and that was Ethics is Psychology and Psychology in the Community. I learned about the variety of ethics and how to differentiate what is ethical or unethical. I have a strong understanding of the American Counseling Association rules of Ethics.
Program Outcome Four
VALUES
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
(4)
Competency 4.2
Analyze the complex variations in populations and contexts as related to psychological explanations, and evaluate the importance of diversity in the practice of psychology.
Exhibits inability to understand variations in populations and/or socio-cultural contexts as related to psychological explanations such as the importance of diversity in the practice of psychology. Identifies forms of discrimination and prejudice but cannot recognize personal biases in.
Identifies and comprehends obvious variations in populations and socio-cultural contexts as related to psychological explanations, such as discrimination, prejudice, and the importance of diversity in the practice of psychology.
Applies and analyzes major variations in populations and/or socio-cultural contexts, as related to psychological explanations, such as discrimination, prejudice and the importance of diversity in the practice of psychology.
Analyzes major and subtle variations between populations and their socio-cultural contexts as it relates to psychological explanations, such as discrimination, prejudice and the importance of diversity in the practice of psychology.
COMMENTS:I have had experience with discrimination and prejudice, and the Sociology and Psychology classes I have taken here at Argosy have given me a better understanding. I can now analyze major and minor situations in a way before where I did not fully understand the psychological side of the situation. I also have a better understanding of diversity and how to apply it every day life.
Program Outcome Five
KNOWLEDGE BASE OF PSYCHOLOGY
Unsatisfactory
1
Emerging
2
Proficient
(3)
Exemplary
4
Competency 5.1
Explain and analyze major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Recognizes some major concepts, theoretical perspectives, empirical findings, and historical trends in psychology, but finds it difficult to recall identifying features of different precepts.
Explains and begins to integrate major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Analyzes and integrates major concepts, theoretical perspectives, empirical findings, and historical trends in a variety of scenarios in the field of psychology.
Provides a critical analysis of major concepts in psychology that include theoretical perspectives, empirical findings, historical trends and integration of the findings within the larger socio-cultural context.
COMMENTS: I believe that I have the ability to analyze concepts based on research of empirical findings and theories, but I believe I can improve use improvement of theoretical perspectives. I want to work on having a better understanding of theoretical perspectives and how to apply them to scenarios of everyday life and the field of psychology.
Program Outcome Six
APPLICATION OF PSYCHOLOGY
Unsatisfactory
1
Emerging
2
Proficient
(3)
Exemplary
4
Competency 6.1
Apply psychological principles to examine and analyze personal, social, and organizational issues.
Identifies psychological principles and begins to examine and analyze personal, social, and organizational issues, but is unable to integrate or generalize applications beyond given examples.
Explains and begins to integrate personal, social, and organizational issues or behavior using different psychological principles, demonstrating ability to provide explanations that extend beyond simplistic identification of such principles.
Integrates personal, social, and organizational issues in applying psychological principles to everyday problems but does so with some variability.
Integrates personal, social, and organizational issues in applying psychological principles to everyday problems with respect to socio-cultural variables.
COMMENTS: I can definitely say after taking classes here at Argosy I have truly learned how to apply psychological principles to everyday problems. I will analyze everyday issues and see if there may be a psychological factor. I do not over analyze things, because I know I definitely need more training and schooling to be fully knowledgeable of certain situations.
Program Outcome Seven
INTERPERSONAL EFFECTIVENESS
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
(4)
Competency 7.1 Identifies the different forms communication,
Identifies culturally sensitive forms of
Analyzes culturally sensitive forms of
Evaluates and applies culturally sensitive forms of
Analyze the importance of effective communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
but does not indicate how it is culturally sensitive and does not describe how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.
communication, but is limited in describing how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.
communication and identifies how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.
communication with an analysis of how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.
COMMENTS: I believe communication is vital when one is trying to develop a strong relationship. I am aware that everyone is different and that I need to be sensitive to a person’s culture and that it may be different then mine. I do not judge a book by it’s cover, and I do not try to force my views or thought to another, I understand that we all have something to contribute to our world.
Program Outcome Seven
INTERPERSONAL EFFECTIVENESS
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
(4)
Competency 7.2
Solicit and utilize feedback to develop adaptable and culturally sensitive approaches of facilitating dynamic interpersonal and organizational relationships.
Demonstrates only partial openness to receiving and utilizing feedback to develop strategies of facilitating effective interpersonal and organizational relationships, but does not address future behaviors.
Demonstrates openness to receiving feedback and begins to apply feedback to develop strategies of facilitating current effective interpersonal and organizational relationships, but does not integrate feedback in future behaviors.
Applies feedback to develop adaptable strategies that facilitate effective interpersonal and organizational relationships showing evidence of how these strategies meet current and future relational needs.
Proactively seeks and applies feedback to develop flexible strategies that facilitate dynamic interpersonal and organizational relationships showing evidence of how these strategies meet both current and future relational needs.
COMMENTS: I am open to receive feedback because I feel you can always learn something new. I love interacting with people I believe that it helps improve development of one’s social skills.
ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES
Oratorical Leaders and the Magic of Stereotypes
Argosy University
Cherise Brown
ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES
I enjoyed watching all of the video clips and my final decision was between Dr. Martin
Luther King and Severn Suzuki, and I chose Dr. King. I chose Dr. King because he exemplifies
the views of not one specific race but of human beings. Dr. King had a true gift of unconditional
love, which is rare today. Dr. King fought for Civil Rights of African Americans but he also felt
that we were all human beings and should have been treated equally. I have these same beliefs
and views of Dr. King, that we should not be judged because of the color of our skin but by the
content of our character (King Jr., 2011). Dr. King represents America at its best an America
that personifies equality, justice, and the celebration of community and individualism. (Siebold,
2000, p.181) These qualities I mentioned are why I chose Dr. King as a leader because I felt he
lead people and nations in the direction of emancipation, economic prosperity, and political
freedom. I have watched Dr. King’s speech numerous times and each time I get chills because
you can hear the passion in his voice and his words were elegant. When I watched the video this
time I watched Dr. King’s eyes and I could see that he had a genuine love and dedication for
human beings and was willing to do whatever he needed to for African Americans voices to be
heard.
In Dr. King’s speech the in-group is the African American people that were fighting for Civil
rights. The African American people wanted to be treated as human beings and have the same
rights as whites. Dr. King wanted to let the government know without being violent that African
Americans as a community were angry and it was time for the oppression to end. The African
American community worked together and began boycotting buses, and businesses that
supported segregation. The communities had peace walks and held signs saying end segregation,
no more racism and many other statements. One of the main attributes that Dr. King enforced to
the in-group was love. Dr King compares the three Greek words for love: eros, philia, and
ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES
agape. Dr. King’s thoughts of the Greek word agape were beautiful and encouraging. Agape
love is a love in which the individual seeks not his own good, but the good of his neighbor
(Siebold, 2000). I was taught in church that this is a love that Christ has for us an unconditional
love, and as a Christian you should show this love to all. Dr. King viewed this love as
nondiscriminating, seeking the best in every person to belong to the best of the human family
(Siebold, 2000). Dr. King had an agape love for America and the human beings that lived on the
planet. To love, Dr. King felt, is to resist injustice, to meet the needs of your brother, to restore
community, and to be God-like (Siebold, 2000).
In the video during Dr. King’s speech stated that the Emancipation Proclamation had been
passed to free Negro slaves over a hundred years ago and blacks were still not free. Dr. King
also mentioned in his speech that the Declaration of Independence, stated that all men, black men
as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the
pursuit of Happiness”, and this was not so (King, 2011). During those times black people
peacefully marched and were hosed down by whites but; the black people continued to hold
hands and stand firm for their civil rights. Black people where brutally beat up by law
enforcement and were attacked by dogs. Dr. King mentioned a stereotype that is still alive today
amongst the African American community and that is; living in the ghetto. Dr. King said in his
speech; we cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a
larger one (King, 2011). These are just a few of the challenges the African American community
was fighting against and still fighting against today. There are people today that feel blacks still
belong in the ghetto and this has to change, no one should be in the ghetto. The goal should have
been to try and get rid of the ghettos so everyone would live in good communities. The in-group
is looking for respect, justice, equality, and love.
ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES
The members of the out-group whom were not necessarily all white people, but white people
that was against the abolishment of segregation and civil rights for African Americans. I believe
there were members of the out-group that were operating within the social structure of that time
because that was all they knew. There were some people of that group that felt bad for the pain
that had been afflicted on the African American community. There were also members that felt
blacks were not humans, and should have been treated like animals. During those times there
were groups that conspired against the in-group like the Ku Klux Klan. They felt blacks had no
rights, and did not deserve the “pursuit of happiness”. Even with all of this hate Dr. King said
that we must love our white brothers, no matter what they do to us, we must make them know
that we love them (Bishop, 1994). Dr. King felt that we as a people had to learn how to meet
hate with love.
I have had many situations where I have been discriminated against because of my race or
gender. I worked at a restaurant as a waitress and I had a couple ask if they could have a
different waitress. My boss asked if I had said or done something to offend them and they stated
they did not want a black person taking their order. My boss then told them I do not think you
will want the food either, because or chef is black too. The couple gathered their belongings and
left the restaurant. I have been in groups where everyone was either African American or
Hispanic and did not want white people in our group and I refused to work with the group. My
attitude towards prejudice, and discrimination is that it is alive and well today because it is
taught. A person is not born ignorant they are taught to feel a certain way about a group of
people. One does not know the different negative stereotypes of another race until they hear it
from someone else. We as a nation need to recognize and acknowledge that we are all human
beings and we all have feelings and a heart. I have learned that prejudice, subordination, and
ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES
discrimination will keep hate alive in our world. There are people that feel you need these
elements for a society to function properly and I disagree. We need to accept that each
individual has something unique to bring to our world, and that there is no race that is better than
another. We need to learn how to love and respect one another instead of pulling each other
down. We, as a country, need to work on economic prosperity, and political freedom for all.
ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES
REFERENCES
Bishop, J. (1994). The Days of Martin Luther King, Jr. NY: Barnes & Noble Books New York.
Siebold, T. (2000). People Who Made History Martin Luther King Jr. San Diego, CA:
Greenhaven Press, Inc.
Martin Luther King Jr.: I Have a Dream. (2011). [Web]. Retrieved from
http://www.youtube.com/watch?v=PbUtL_0vAJk
NEURODEVELOPMENT
Neurodevelopment
Cherise Brown
Argosy University
NEURODEVELOPMENT
Robert called with complaints of back pain and spells of dizziness and was told that he
may have a bulging disc and that he should have an MRI done. Robert said he has never had an
MRI before and wanted to know how it works and what exactly is an MRI. I explained to Robert
that an MRI (Magnetic Resonance Imaging) uses magnetic and radio waves, and creates
computer-generated images. I explained that an MRI is able to cut through multiple layers of the
spine and show any changes in soft tissues such as nerves and ligaments and an MRI can also be
used to verify loss of water in a disc, enlargement of a facet joint, stenosis (narrowing of spinal
canal), or a herniated disc (DePuy Spine, 2012). I explained to Robert by having this test done
we would be able to see if there is a disc that is dislocated or damaged and then the doctor’s
would know what the next step should be as far as rehabilitation or surgery if needed.
I also explained to Robert that there are some MRI exams that require a special dye
which is referred to as a contrast. The dye is usually given before the test through a vein (IV) in
your hand or forearm and the dye helps the radiologist see certain areas more clearly (Wilkinson,
2008). I also explained that some doctors might request that small devices, called coils, may be
placed around the head, arm, or leg, or other areas to be studied because these devices help send
and receive the radio waves, and improve the quality of the images (Wilkinson, 2008). I also let
Robert know that each case is different it really depends on what exactly the doctor’s are looking
for in the test results.
Robert then mentioned that he was curious if there are any type side effects from having
an MRI. I explained to Robert that MRI’s use no radiation. There are currently no side effects
from the magnetic fields and radio waves that have been reported. I told Robert that they dye
that is used called gadolinium is very safe and it is rare that anyone had an allergic reaction
(Wilkinson, 2008). I asked Robert if he had any kidney problems or a heart pacemaker because
NEURODEVELOPMENT
gadolinium can be harmful to patients with kidney problems who require dialysis and the doctor
would need to know this before we proceed with the MRI (Wilkinson, 2008). Robert asked what
would happen if he had a pacemaker, I explained that the strong magnetic fields created during
an MRI can cause heart pacemakers and other implants to not work as well and it could also
cause a piece of metal inside your body to move or shift (Wilkinson, 2008).
Robert wanted to know if he had other options such as getting an X-Ray or a PET scan
instead of an MRI. I explained to him that X-rays are a form of electromagnetic radiation that,
similar to light, passes through specific objects but not all and that conventional X-rays are not
helpful in depicting normal versus damaged areas of the brain (Argosy, 2012). X-rays are good
but they may not detect everything that an MRI could find. I explained to Robert that PET Scans
are good and very thorough; and the procedure for this test involves injecting a radioactive
isotope into a patient’s carotid artery and then observing the changing images that reflect the
ongoing metabolic activities in the brain (Argosy, 2012). The thing that I had to emphasize to
Robert was that it is always necessary to correlate a PET scan with another imaging method, like
CT or MRI or ultrasound, to determine what the PET scan has actually found (HealthNews,
2012). I explained that both the X-Ray and PET scan can be used instead of an MRI, but each
scan has functions they are specifically good for detecting such as a PET scan is effective in
detecting types of cancer and where it is spreading to, and X-rays are good but you may need
multiple X-rays to find the problem or at the end you may end up having to get an MRI done. At
the end I explained to Robert he would make the final decision.
Christen is hurt and feels that maybe her parenting style has something to do with her
daughter being diagnosed with autism. She believes that her daughter has a psychiatric disorder
I would first try to calm her down and explain that her daughter’s world is not over and explain
NEURODEVELOPMENT
to her what autism entails. I would explain to Christen that autism is a bio-neurological
development disability that impacts the normal development of the brain in the areas of social
interaction, communication skills, and cognitive function (National Autism, 2012). I would
explain to Christen that autism is not something you can catch or pass along to someone else and
that autism affects the brain and makes communicating and interacting with other people
difficult. Individuals with autism typically have difficulties in verbal and non-verbal
communication, social interactions, and leisure or play activities and individuals with autism
often suffer from numerous physical ailments which may include: allergies, asthma, epilepsy,
digestive disorders, persistent viral infections, feeding disorders, sensory integration dysfunction,
sleeping disorders, and more (National Autism, 2012). The main thing that I want Christen to
realize is that not everyone with autism has the same symptoms and that some people may have
autism in different phases such as mild, while others may have a more sever case.
I explain to Christen that one of the best things she can do right now for her daughter is to
become educated about Autism. To join groups, and to do some research, which will help her,
better understand this disorder and how one can function and live with autism. There are some
tips that I could give Christen to help with her daughter the first being to provide structure and
safety being consistent and sticking to schedules. I would tell Christen that should also have a
form of reward system for when her daughter has good behavior, and to try and create a home
safety zone (National Autism, 2012). The second tip I would recommend to Christen is to find
nonverbal ways to connect with her daughter. Communication is the key when dealing with a
child with autism. You communicate by the way you look at your child, the way you touch him
or her, and by the tone of your voice and your body language, your child is also communicating
with you, even if he or she never speaks, you just need to learn the language (National Autism,
NEURODEVELOPMENT
2012). I will also explain to Christen that it is also important to pay attention to her daughter’s
sensory sensitivities. Christen then asked what symptoms or behavior should she be looking for
that her child might experience. I describe that Christen should pay attention to her daughter’s
social skills, language and behavior. I then explain to her what specifically to look for under
each of these symptoms.
Social skills Fails to respond to his or her name
Has poor eye contact
Appears not to hear you at times
Resists cuddling and holding
Appears unaware of others' feelings
Seems to prefer playing alone — retreats into his or her "own world" (MayoClinic,
2011)
Language Starts talking later than age 2, and has other developmental delays by 30 months
Loses previously acquired ability to say words or sentences
Doesn't make eye contact when making requests
Speaks with an abnormal tone or rhythm — may use a singsong voice or robot-like
speech
Can't start a conversation or keep one going
May repeat words or phrases verbatim, but doesn't understand how to use them
(MayoClinic, 2011)
Behavior Performs repetitive movements, such as rocking, spinning or hand-flapping
Develops specific routines or rituals
NEURODEVELOPMENT
Becomes disturbed at the slightest change in routines or rituals
Moves constantly
May be fascinated by parts of an object, such as the spinning wheels of a toy car
May be unusually sensitive to light, sound and touch and yet oblivious to pain (MayoClinic,
2011)
NEURODEVELOPMENT
References
Argosy University Online. (2012). PSY350 Physiological Psychology. Retrieved January 28,
2012 from Argosy My Classroom: http://myeclassonline.com
DePuy Spine. (2012). How Back and Neck Pain are Diagnosed. Retrieved from:
http://allaboutbackandneckpain.com/understand/diagnosis-how.asp#diagnostic
HealthNews. (2012). All About Scans. Retrieved from:
http://www.scandirectory.com/content/pet-scan.asp#ixzz1knKALa1y
Mayo Clinic (2011). Autism Symptoms. Retrieved from:
http://www.mayoclinic.com/health/autism/DS00348/DSECTION=symptoms
National Autism Association. (2012). Autism. Retrieved from:
http://www.nationalautismassociation.org/index.php
Wilkinson ID, Paley MNJ. (2008). Magnetic resonance imaging: basic principles. In: Adam A,
Dixon AK, eds. Grainger & Allison's Diagnostic Radiology: A Textbook of Medical
Imaging 5th ed. New York, NY: Churchill Livingstone
THE BULLY WITHIN
The Bully Within:
Contributing Risk and Protective Factors of Adolescent Bullying
Cherise Brown
Argosy University
THE BULLY WITHIN
Abstract
This paper explores how families, schools, peer pressure and neighborhood factors are connected
with adolescent’s association in bullying beyond their own behaviors that could increase their
probability from becoming bullies. Adolescents are impressionable and what they are subjected
to can affect their behavior and depending on their environment it could lead to bullying.
Bullying is a behavior that adolescent’s use to gain popularity, power and even safety in some
situations. Influence plays a major role in the development of adolescents. Peers, schools, and
families have the ability to have an effect on the character, development and behavior pressure of
an adolescent and if this influence is negative it could potentially lead to an adolescent being a
bully. Bullying is an issue nationwide and it is the responsibility of everyone to become
educated on what factors can lead a child to bullying and in this paper it explores the major
factors that one should be aware of.
THE BULLY WITHIN
The Bully Within
Contributing Risk and Protective Factors of Adolescent Bullying
Peer acceptance is the point to which adolescents are well liked by their peers: alleged
popularity indicates visibility, dominance, and prestige (Bruyn, Cillessen, & Wissink, 2009).
During the adolescent years peer approval and acceptance are vital because a child is trying to
establish where exactly do they “fit in”. As adolescents your peer’s opinion of you is of high
importance. One wants to be considered the “cool kid” or the one that everyone wants to be
around. “At l0 to 12 years of age, children begin to separate from parents, and identification
with peers may become exaggerated and cliques may form and change frequently and by middle
and high school, as the issue of belonging becomes even more critical, cliques and bullies
become more prominent” (Mandel, 2005 p. 2). Bullying is looked at as if it is just between one
child and another and this is not necessarily always true. Espelage (2002) suggests that one
cannot assume that bullying among adolescents is a simple interaction between a bully and
victim but that there are groups of students who support their peers and sometimes participate in
teasing and harassing of other students.
According to research bullying is defined as a diverse type of practical aggression
exemplified by a dominance imbalance between the perpetrator and victim that usually involves
repetition (Solberg & Olweus, 2003). There have been a number of studies that were conducted
to find out the factors of why or how a child becomes a bully. Baldry & Farrington (2005)
believe that bullying is a complex phenomenon; and that no single cause can explain why some
children bully others or are victimized; instead it is possible to identify so called risk factors that,
if present, can increase the risk of becoming a bully (or a victim). Which leaves one asking the
question what factors can contribute to a child becoming a bully?
THE BULLY WITHIN
Bullying is not a segregated behavior that is positioned in such variables such as power,
competition and status, instead bullying is a social behavior that transpires in relatively
established groups and entails the involvement of others in normal abilities. One could
hypothesize that there are various risk factors to consider why an adolescent would become a
bully such as peer pressure, home, school and neighborhood. Konishi & Hymel (2009) proposed
that while some adolescents can find adequate ways of reacting, other adolescents may bully
others as a way of reacting to an environment that they identify as stressful or traumatic.
Peer Pressure Factors
Being popular to an adolescent is very important because socially that person wants to be the one
that everyone wants to be around. Adolescents have many instances where they interact with
various types of peer pressure to fit in with the “in crowd”. Schein (2004) proposes that every
new group must decide how to distribute dominance and social status, how to define criteria for
inclusion and exclusion, how to develop norms and rules that classify peer relationships and how
to identify punishments and reward. Peer pressure is defined as influence from members of one's
peer group (Lindberg, 2010). Adolescents have their own culture where they seek approval from
their peers based on the way they dress, physical appearance, and dominance. As a result,
according to researchers bullying is a way of creating and restoring culturally accepted and
appreciated values and ideas (Hamarus & Kaikkonen, 2008).
When an adolescent wants to fit in with specific social groups if bullying is necessary
some adolescents will give into their peers so that they can be accepted into this group.
Popularity can be both a positive and negative attribute. Everyone wants to feel accepted and
when one feels ostracized, they can react in a negative way. According to Bruyn, Cillessen &
Wissink (2009) bullying was positively associated with popularity, and this association was
THE BULLY WITHIN
stronger for adolescents with lower levels of acceptance. Bullying at times can be used as a
mechanism of defense because an adolescent does not fit in and does not want to be hurt or made
fun of.
Home Factors
Parents and our society need to become more aware of how their own behavior can affect the
behavior of an adolescent. Parents play a major role in how a child could become a bully based
on their parenting style and the environment their child is subjected to. In an experiment
conducted by Espelage, Bosworth & Simon (2000) they examined the degree to which
adolescents’ views of their environment as disorganized or unsafe were related to bullying
behavior in early adolescence. Adolescents are extremely impressionable at an early age and one
must be careful of what they see and hear.
Raising children can be difficult and when a child is disobedient there is usually some
form of discipline. There are some parents that may go too far with the disciplining where a
child can begin to develop negative feelings inside. Konishi & Hymel (2009) stated that children
that get reprimanded by receiving a beating from their parents could lead to a child becoming a
bully. With that being said, it does not mean that every child that is reprimanded could become a
bully, but if the child is abused it is something to consider if the child is known as a bully.
According to researchers Bauer, Herrenkohl, Lozano, Rivara, Hill & Hawkins (2006) children
exposed to interparental violence are more likely to show physical aggression, include bullying
behaviors, maybe as a product of social learning with children observing violence to be an
acceptable method of resolving conflict. A child might think it is ok to resolve their problems
with violence because that is the environment they are use to being around. Children also seek
nurturing and love from their parents and when they feel neglected it could lead to a child acting
THE BULLY WITHIN
out in the way of being a bully. There are some parents that are experiencing a deep level of
depression and it can affect the behavior of their children. Low parental warmth and parental
depression are known to be related with behavioral troubles in childhood and these behavioral
difficulties might increase adolescent’s risks for becoming a bully (Bowes, Arseneault,
Maughan, Taylor, Caspi, & Moffitt, 2009).
School Factors
Bullying behaviors if they go unchecked can influence the entire environment of a school; threats
and intimidation associated with bully behaviors can make a negative atmosphere for all students
(Hoover & Hazler, 1991). It has been said by many studies that bullying primarily takes place in
a school environment. Schools are a factor that many researchers believe is where bullying
could begin for an adolescent. School is where children discover social classes, popularity and
the desire for power amongst their peers. School is a community where there are social norms
for adolescents and in this environment they are trying to establish where they fit in.
According to a study performed by Hamarus & Kaikkonen (2008) their findings showed
that bullying often results from the pursuit of power, status or popularity. An adolescent wants
to be apart of the “in crowd” and in the school environment a student can result to bullying to get
their way. Researchers all agree that bullying is a learned behavior. Adolescents do not wake up
one day and say they want to be a bully; there is some type of stimulus that initiates an
adolescent’s behavior. When and adolescent is unable to fit in with the social groups in the
school they can be labeled as a antisocial student by their classmates.
Renda, Vassallo, & Edwards (2011) believe that antisocial behavior plays a major role in
an adolescents becoming a bully and a receptiveness to criminality and violence. They believe
that young people that have bullied others have been found to be at risk of engaging in
THE BULLY WITHIN
successive anti-social and criminal behavior because of their upbringing (Renda, Vassallo, &
Edwards, 2011). These claims by researchers can be true but they can also be biased because
everyone that has been labeled a bully has not engaged in criminal activity. There are
adolescents that become antisocial because they have been bullied way too much.
Neighborhood Factors
There have been studies that have found that school problems, including bullying, are prevalent
in disadvantaged areas, suggesting that certain neighborhoods are associated with children’s
involvement in bullying (Bowes, Arseneault, Maughan, Taylor, Caspi & Moffitt, 2009). Many
people believe that if one lives in a dangerous or bad neighborhood that they could have
characteristics of becoming a bully. Espelage, Bosworth & Simon (2000) believe that
environmental factors such as neighborhood disorganization or economic distress around youth
can also apply to bullying.
In a neighborhood one can have problems or altercations with their neighbors that could
be associated with bullying. There are many young people that have come from rough
backgrounds and neighborhoods and have been able to achieve great things but this depends on
the will power of the adolescent. Growing up in a neighborhood were your safety is important
can definitely mold a person to become a bully because they constantly have to defend
themselves and may not know how to “turn off” this defensive behavior when they are outside of
their neighborhood. Of course this does not mean it is ok for a person to take advantage of
someone but there needs to be a way where one can try and help that adolescent know that this
behavior is dangerous for themselves and the people they are bullying. According to Bowes,
Arseneault, Maughan, Taylor, Caspi & Moffitt (2009) one possible explanation for
neighborhoods being a factor in becoming a bully is that hostile interactions in local
THE BULLY WITHIN
communities prove children with examples of bullying behaviors that they can reproduce among
their peers.
Conclusion
Jointly all these findings suggest that one of the major factors leading to an adolescent becoming
a bully is their upbringing in the home. Adults might play a substantial role in the development
of bullying behaviors (Espelage, Bosworth, & Simon, 2000). Parents need to be educated on
bullying and how a parent can be the cause of a child’s bullying behavior and how to correct this
behavior. The effects of attending a school you may not fit into, parents that are abusive, daily
peer pressure, and growing up in a difficult neighborhood are likely to make one bully others.
These studies point out that it can be difficult for an adolescent to control their behavior based on
their environment and upbringing. It is important for families, schools, and other community
organizations to help adolescents learn how to manage, and possibly change, the pressure to hurt
their peers in order to fit in (Espelage, 2002). Managing adolescent’s internalizing and
externalizing difficulties, in addition to working with families to minimize the impact of stressful
family contexts on adolescent’s behavior, may help in reducing the number of children that
become bullies (Bowes, Arseneault, Maughan, Taylor, Caspi, & Moffitt, 2009).
THE BULLY WITHIN
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Baldry, A.C., & Farrington, D.P. (2005). Protective factors as moderators of risk factors in
adolescence bullying. Social Psychology of Education, 8, 263 -284. doi: 10.1007/s11218-
005-5866-5
Bauer, N.S., Herrenkohl, T.I., Lozano, P., Rivara, F.P., Hill, K.G., Hawkins, J.D. (2006).
Childhood bullying involvement and exposure to intimate partner violence. Pediatrics, 118,
235-242.
Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffitt, T.E. (2009). School,
neighborhood, and family factors are associated with children's bullying involvement: a
nationally representative longitudinal study. Journal of the American Academy of Child &
Adolescent Psychiatry, (48) 5, 545-553
Bruyn, E. H., Cillessen, A. H. N., & Wissink, I. B. (2009). Associations of peer acceptance and
perceived popularity with bullying and victimization in early adolescence. The Journal of
Early Adolescence, doi: 10.1177/0272431609340517
Espelage, D. L. (2002). Bullying in early adolescence: the role of the peer group. ERIC
Clearinghouse on Elementary and Early Childhood Education Champaign IL.
Espelage, D. L., Bosworth, K., & Simon, T. R. (2000). Examining the social context of bullying
behaviors in early adolescence. Journal of Counseling and Development, 78(3), 326-333.
Hamarus, P., & Kaikkonen, S. (2008). School bullying as a creator of pupil peer pressure.
Educational Research, 50(4), 333-345. doi: 10.1080/00131880802499779
Hoover, J. H., & Hazler, R.J. (1991). Bullies and victims. Elementary School Guidance and
Counseling, 25, 212-219.
THE BULLY WITHIN
Konishi, C., & Hymel, S. (2009). Bullying and stress in early adolescence. Journal of Early
Adolescence, 29(3), 333-356. doi: 10.1177/0272431608320126
Lindberg, C. (2010). New Oxford American Dictionary. (3rd ed.)
Mandel, J. (2005). Social life in middle and high school: dealing with cliques and bullies. New
York University Child Study Center, 10(1), 1-4.
Renda, J., Vassallo, S., & Edwards, B. (2011). Bullying in early adolescence and its association
with anti-social behaviour, criminality and violence 6 and 10 years later. Criminal
Behaviour and Mental Health, 21, 117-127. doi: 10.1002/cbm.805
Schein, E.H. (2004). Organizational culture and leadership. San Francisco, CA: Jossey-Bass
Solberg, M.E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus
bully/victim questionnaire. Aggressive Behavior, 29, 239-268
Recommended